Guided Reading

Presented by:

Anena Kipp

What is Guided ReadingA teaching method designed to help individual children develop reading behaviors and strategies that will help them to become proficient readers both at the word level and for comprehension of text.Direct instruction.Supports the development of essential phonics, fluency and text comprehension for beginning readers.Emphasize vocabulary development, advance word analysis, and ext comprehension in more proficient readers.Provides teachers with a window to their reading behaviors

Guided Reading is Not a Stand Alone ProgramRead AloudsShared ReadingGuided ReadingIndependent ReadingModeled WritingInteractive WritingStructure WritingProcess WritingIndependent Writing

Target Behaviors of Emergent ReadersUnderstand print conceptsdirectionality (left to right, top-bottom) upper and lower case1-to-1 matchingLearn that print carried the meaningLearn that letter sounds match printDevelop a sight-word vocabulary

Emergent Behaviors ContinuedBegin to use phonics skills to decode unknown wordsUse picture cues to help unlock textStart to develop reading fluencyLink personal experience to textCreate a link between oral language and print

Emergent Level Guided Reading Lesson3 Basic ComponentsPart: 1 Familiar rereadingPart 2: Introduction of new story or bookPart 3: Scaffold reading

Target Behaviors of Developing ReadersSolidify knowledge of print concepts word vs. letter1:1 word match on multi-syllabic wordsIncrease the number of high frequency words they recognize in printSolidify knowledge of all letters (letter identification) and common corresponding sounds

Developing-Level ContinuedUse letters and corresponding sounds in concert with meaning and structure to decode new wordsUse chinks (rimes), spelling patterns, and analogy to figure out new wordsBegin to read basic punctuationUse all three cueing systems to read new text

The Developing-Level Guided Reading LessonPart 1: Familiar readingPart 2: Introduction of a new book or storyPart 3: Scaffold readingPart 4: Returning to the text

Target Behaviors Of Fluent-Level ReadersEffectively read a variety of nonfiction and fiction textConsistently use self-monitoring, searching. Crosschecking, and self- correcting strategies on long stretches of textUse spelling patterns, chunks, and analogies to maintain meaning as they readRead familiar text with fluency and phrasing

Target Behaviors for Fluent-Level ContinuedDiscuss ideas from text, demonstrating understandingMake and support inferences based on information in the textDemonstrate and understanding of and empathy with charactersEffectively respond to text through writing

The Fluent-Level Guided Reading Lesson3 Basic ComponentsIntroduction of new textScaffold readingFollow-up activities

Components of a Guided Reading LessonGroup studentsIntroduction to the book-usually unfamiliar textStudents read out loud from same book at same timeStudents read an entire text of an established partReading of the book and scaffolding of readingTeacher supports reading at point of difficulty for studentTexts gradually become more difficultDiscussion of the book, teaching points and follow-up activities

Planning a Guided Reading LessonSelect a book to meet the needs and interests of the studentReview the book yourself for vocabulary and contentDo students have the background knowledge of the topic?Keep in mind the strategies the students has under controlWill the book provide and appropriate challenges?Is the length appropriate?

Text Difficulty95% and above-Text is too easy90-94%--Instructional level89% and belowText is frustrational for the child

Checking Comprehension

Fluency Levels Rubric1.Very little fluency; all word by word reading with some long pauses between words; almost no recognition of syntax or phrasing; very little evidence of awareness of punctuation; perhaps a couple of twoword phrases but generally disfluent; some work groupings awkward.2. Mostly word-by-word reading but with some two-word phrasing and even a coupe of three or four word phrases; evidence of syntactic awareness of syntax and punctuation; although not consistently so; rereading for problem-solving may be present

Rubric Continued3. A mixture of word-by-word reading and fluent, phrased reading; there is evidence of attention to punctuation and syntax; receding for problem-solving may be present4. Reads primary in larger meaningful phrases; fluent, phrased reading with a few word-by-word slow downs for problem-solving; expressive interpretation is evident at places throughout the reading; attention to punctuation and syntax; rereading for problem-solving may be present but generally is fluent

What are the other students doing??

Good Luck!!!!

Comparison between whole group instruction and guided reading instruction pg 61.Most successful when supported by a variety of other literacy building activities.Characteristics of emergent level text p. 49Sample prompts for emergent level readers p 51. Show video.Characteristics of developmening level test page 51.Sample prompts at developing level p. 55. Show video.Characteristics of near fluent and fluent level readers-p. 63.Sample prompts for fluent level p. 95. Follow up activities p. 97.Prepares students to successfully read text. IntroBuilds background knowledge/schema. Provide structure or focus for the reading. Scaffoldingdiscussion comes back to purpose for the reading. Then have the kids continue reading more with a purpose. Follow-updiscuss reading with partners, extend with more reading or writing. Ways to introduce text p 77, 79, and 85. Questioning techniques page 87-89.P 7 after slossen pagesEssential Elements of a Guided Reading Lesson.What strategies do students have in place? What strategies do they need to take on?Classroom management chart 37, 41, 54